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Lesson Title

Subject area/grade

level

Introduction

Lesson Length

Materials

Lesson Overview

Tennessee Standards

Lesson objective(s)

ENGAGEMENT

Describe how

the teacher will

capture

students

interest.

Chelle Daniels

Using Order of Operations to Evaluate and/or Simplify Expressions

Mathematics Grade 6

A major focus of pre-algebra courses is the familiarize students with variable

expressions. This lesson is a bridge between simplifying numerical expressions

and evaluating algebraic expressions.

2 class periods

Index cards (Alternative: Loaf of bread, jar of jelly, knife, plate)

For Target Number set of 5 number cubes per small group & game sheet

For Order Please one set of 5 number cubes per class; Order Please Chart for

projector or board

TI-73 calculator (optional)

The lesson applies/extends the order of operations with practice in a game

context. Together with property of substitution, the order of operations is used to

evaluate a variable expression.

Online applets (NCTM Illuminations) and technology (TI-73) are employed to

deepen understanding about substitution and evaluation of expressions.

TN Grade 6

SPI 0606.3.2 Use order of operations and parentheses to simplify expressions

and solve problems.

SPI 0606.3.4 Rewrite expressions to represent quantities in different ways.

0606.1.11 Model algebraic expressions with manipulatives, technology, and

pencil and paper.

SPI 0606.1.5 Model algebraic expressions using algebra tiles.

GLE 0606.3.2 Interpret and represent algebraic relationships with variables in

expressions, simple equations and inequalities.

0606.3.3 Recognize the use of juxtaposition (such as 3x, ab) to stand for

multiplication, and the convention in these cases of writing numbers before

letters.

0606.3.7 Move fluently between different representations (such as verbal,

tabular, numerical, algebraic, and graphical) of equations and expressions.

SPI 0606.3.5 Translate between verbal expressions and algebraic expressions.

Use expressions, equations and formulas to solve problems.

Write and solve two-step equations and inequalities.

Interpret and represent algebraic relationships with variables in expressions,

simple equations and inequalities.

The Learner will

correctly verbalize order of operations

apply order of operations when simplifying/evaluating expressions

Ask students to arrange index cards, each of which contains one step of an

use correct notation to write a numerical expression

everyday process for which order of steps is unique.

substitute

a variable

using

grouping symbols

Grocery

Shoppinga value for

Build

a housein an expression

Wrap

a gift

to retain

of operations

Drive toappropriately

store

Getorder

materials

Secure item for gift

technology

withMake

appropriate

notation to evaluate

expressions

Park caruse

in store

parking

foundation

Remove

price tag

lot

Build floor

Place item in box

Training

Statements

Exit

car Discussion: I Can

Make

frame for (expressions/equations)

walls

Cut paper to fit box

Walk to store entrance

Add roof

size

Get a cart to roll thru

Add windows and doors

Wrap paper around

store

Add electrical lines/water box

Fill cart with groceries

pipes

Fold paper to box

Roll cart to check out

Insulate walls

shape

Place cart items on

Cover wall studs with

Tape folds of paper in

counter

drywall

place

Pay for groceries

Paint walls

Wrap ribbon around

Put bags back into cart

box

Exit store

Tie ribbon in bow

Walk cart to car

Add card to top of box

Put groceries in car

Get in car to go home

Using Order of Operations to Evaluate and Simplify Expressions

Chelle Daniels

OR

Ask students to write down instructions to make a jelly sandwich; take them up

and select one to follow. Follow instructions extremely literally and expect to

make a mess. But take suggestions on how the directions should be amended to

explicitly describe actions. Discuss implied instructions (such as, get bread

implies youll have take the closure off the package, reach in and take a piece

out) and conventions (such as putting jelly on bread requires spreading with a

knife).

When does order of actions matter in math?

What kind of math problem has multiple steps?

How and when do we write action (operation) steps for computations?

Explain that we have need for these same types of communication and

understanding in mathematics, i.e. there is an order to operations so that

everyone gets the same value when evaluating a numerical statement.

What kind of

questions should

the students ask

themselves after

the

engagement?

EXPLORATION

Describe what

hands-on/mindson activities

students will be

doing.

operations and ask students to determine a number that they believe is the

same as the given expression and to write that value on an index to be handed

to the teacher

Simplify 14 6 x 4 2 (20 5 1)

Evaluate 5ab2 4a/2 + b when

a = 12 and b = 4

Before you begin as a class to look at the values, (HOT) ask students to make

observations (record their observations on the board) about each expression one

at a time and to make comparisons between them. (CQ) Can they identify which

is called a numerical expression and which is called a variable (algebraic)

expression?

List class members values on the board. In case all the answers are correct,

have a few cards ready with answers gained by incorrect order of operations so

you can indicate the importance of all using the same conventions or order of

operations. Ask volunteers to show how the value might be different depending

upon which operation is performed first, second, third, etc.

(CQ) Conclude with the question: Which one is correct?

Students have some experience with order of operations. Ask students what

order of operation rules they already know. Generate a list on the board.

(CQ) Ask: What about those expressions we have discussed is confusing to you?

What do you see in this expression that isnt covered by the rules we already

know? Generate a list of issues not addressed by rules they already know (e.g.

unknown operation symbols; grouping symbols; exponents; change in symbols

to accommodate a variable changed to a numeral (substitution), etc.)

conceptual

questions the

Big Idea: We need an order of operations that is consistent so we will know what

value an expression has.

(CQ) Conceptual questions embedded throughout scripted lesson.

Using Order of Operations to Evaluate and Simplify Expressions

Chelle Daniels

teacher will use

to encourage

and/or focus

students

exploration

EXPLANATION

Student

explanations

should precede

introduction of

terms or

explanations by

the teacher.

What questions

or techniques

will the teacher

use to help

students

connect their

exploration to

the concept

under

examination?

List higher order

thinking (HOT)

questions which

teachers will use

to solicit student

explanations

and help them

to justify their

explanations.

ELABORATION

Describe how

students will

develop a more

sophisticated

understanding

of the concept.

What vocabulary

will be

introduced and

how will it

connect to

students

observations?

How is this

knowledge

applied in our

daily lives?

(HOT) Generalize common notions.

Revisit problems:

Simplify 14 6x4-2(205-1)

Evaluate 5ab2 4a/2 + b when a = 12 and b = 4

Deal with identified issues: unknown operation symbols; grouping symbols;

exponents; change in symbols to accommodate a variable changed to a numeral

(substitution), etc.

(HOT) Are there some implied instructions as discovered when making the

jelly sandwich to operations implied by mathematical notation (i.e. m/5 means m

x 1/5 or m5; implied multiplication: 3n means 3 times n and the number in a

position like 3 is called a numerical coefficient; (4)(5) means 4 x 5) and

conventions (i.e. writing coefficients before variables in a term, writing

variable factors in alphabetical order.)

(HOT): Summarize: What can we change or add to our (student generated)

order of operations list to establish a comprehensive set of rules?

(HOT) Ask students for suggestions to refine order of operations graphic.

Apply caution when students say PEMDAS: identify and clarify issues inherent in

the PEMDAS acronym for order of operations. Immediately use established order

of operations to simplify the given expressions to one value.

(HOT) Develop understanding of the term expression. (Concept card, Math

journal vocabulary page) Add new terms as identified in lesson to Word Wall and

incorporate them into word wall activities. (Training Handouts)

(OE) Student partners together on 2-3 practice problems (from text or board)

while teacher circulates.

Training Discussion: Agree or not? Games/competition peak student interest.

Identify PROS/CONS.

(HOTS) These activities give students practice writing numerical expressions

using math symbols. Students develop strategies.

(OE) Order Please? From TN DOE Gateway Training Manual, Phase I (Game

board handout)

In this activity, teams collaborate as they compete to be the first to cover four

numbers in a row on a game board. Students will create a numerical expression

that equals one of the numbers on the game board using a set of numbers

gained from rolling three number cubes. Teams must present their CORRECTLY

written and simplified expression before they can use their teams marker to

cover a number.

(OE) Target Number: construct numerical expression to compute given

value or one close to it.

In this activity, students will have a target number and a set of numbers that

they can use to try to hit (or get close to) the target number. Score on each

round is the difference between target number and value of constructed

expression. Lowest total score wins. (Game sheet with instructions handout.)

Notes to teacher: In both activities, choice and order of operations are student

decisions. However, it is not as easy as it sounds! Quite often students will be

able to verbalize what they will do with the set of numbers to get the target

Using Order of Operations to Evaluate and Simplify Expressions

Chelle Daniels

number but it takes some practice for them to be able to put the symbols

together so that the expression, following the order of operations, actually

equals the number they intend for it to equal. Be sure to work enough examples

as a whole group before you let them play the game. If one person hits the

target number very quickly, (HOT) ask if students can think of other ways to hit

the same target with the same set of working numbers. As they give their ideas,

let them verbalize the order of operations and describe the notation they will

use. Keep working to get the expression to contain all required numbers and get

close to the target number. Emphasize that the objective of this game is to get

a low score!

The following examples given in terms of the Target Numbers activity

apply to both activities.

Address the issue of getting all numbers into an expression with this

example.

Example: Target number = 41 Working numbers {3,3,5,2,1}

One way to get the 41 is to number 6 and 7, multiply them, and subtract 1

appropriately written as

(3+3)(5+2)-1 = 41

Beginners may write 3+3=6 and 5+2 = 7 and 6x7=42 and 42-1 = 41 which is

not a numerical expression containing all five working numbers. You will have

to help them include all five numbers and operations into one expression.

Address the issue of improper use of the = sign with this example

Example: Target Number = 31 Working numbers {4,3,3,3,5}

A beginner may write 3+3=6x5=30+4=34-3=31. The operations used to put

the number together are correct but the use of the string of equals signs is

not correct. This statement actually says that 6=30=34=31. Remind students

that we have a way to circumvent the MDAS order i.e. use of parentheses.)

(HOT) Ask students for an improvement on plan shown in the example.

Help students develop mathematical concepts as well as strategies as

they construct expressions with this example.

Example: Target number = 18 Working numbers {4,2,2,3,6}

It is possible to get the target 18 using only two of these numbers 3 x 6. One

strategy is to figure out a way to make the rest of the numbers equal 1. (HOT)

Ask students how that will help if you multiply the expression that equals 1 by

the existing value, the answer will not change, i.e. 1 x 18 = 18. (1 is called the

identity element for multiplication because when you multiply a number by

1 you get a product identical to the number you multiplied it by.) Ask: How can

we do this?

Another strategy is to figure out a way to make the rest of the numbers equal 0.

(HOT) Ask students how that will help if you add the expression that equals 0

to the existing value, the answer will not change, i.e. 0 + 18 = 18. (0 is called

the identity element for addition because when you add 0 to a number, you

get a sum identical to the number you added it to.) Ask: How can we do this?

EXTENSION

INVOLVING

TECHNOLOGY

expression, numerical coefficient, evaluate, simplify; meaning of mathematical

symbols, equality and equal sign, identity element for addition/multiplication

http:/illuminations.nctm.org/ActivityDetali.aspx?ID=216

Using Order of Operations to Evaluate and Simplify Expressions

EVALUATION

How will

students

demonstrate

that they have

achieved the

lesson

objective?

This should be

embedded

throughout the

lesson as well as

at the end of the

lesson

Chelle Daniels

(OE) denotes Opportunities for Evaluation embedded in exercises,

games, and activities.

Students can demonstrate correct application in traditional format in board

work, homework, quiz, warm-up in succeeding class.

Alternative Opportunities for Evaluation

A. SNATCH: Practice with whiteboard/dry erase marker (provides immediate

feedback.)

B. Centers: Students collaborate in pairs or small groups to complete one or

more tasks at each center Select any of the following ideas or develop your own.

1) Task: Manual application of order of operations involving whole numbers

2) Task: Manual application of order of operations in problems involving

fractions, decimals, or mixed numbers.

3) Task: Manual evaluation of variable expressions using substitution and

order of operations.

4) Task: Using provided TI-73 or TI-84 calculators, check work from one of

previous centers. Write about errors you discovered.

5) Task: Simplify expressions to decode answer to a riddle (see Algebra with

Pizzazz)

6) Task: Hands-on evaluation of expression using set of algebra tiles.

7) Task: Generate a worksheet to be used with VersaTiles (ETA/Cuisenaire

(Automatic check by creation of correct tile pattern)

8) Task: Computer (one or more) available for students to use applet in

NCTM Illuminations (demonstrated in training)

9) Task: Correct and explain in writing error(s) you can find in the work

shown.

10) Task: Use one of your names (first, middle, last) or some combination of

your names so that you have at least 5 letters. Assign letter values (a=1,

b=2, c=3, etc.) and use those values to create a numerical expression

that will simplify to your age. (If you cant get exactly your age, get close

as close to it as you can.)

11) Task: Use the numerical expression you created in the previous center.

Substitute the letters in place of the numbers in the numerical expression

to get a variable expression that will simplify to your age (or to a number

close to your age).

C. Individual evaluation

Make the Number (handout), Out of Order (handout), 1-2-3 Order Me Please

(handout)

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